Colours and Shapes

Year Preschool | Languages | Lesson 4 of 20 in "Communicating with Touch Chat"

Duration: 30 minutes
Class Size: 2 students

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WALT

We Are Learning To:

• Recognise, name, and describe basic colours and shapes using precise vocabulary.
• Use the Touch Chat device to identify and communicate about colours and shapes in the environment.
• Develop oral language skills through vocabulary building and simple sentences.

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Alignment with New Zealand Curriculum Refresh

Learning Area: Languages – Oral Language Development (Early Childhood / Years 0–3)

• Develop understanding and use of precise vocabulary related to colours and shapes (teaching vocabulary for colours and basic shapes is foundational in early oral language acquisition).
• Use complete sentences with subject-verb agreement appropriate for early learners: e.g., "This is red," "The circle is big".
• Support communication for learning by embedding vocabulary within meaningful contexts and through interaction with technology (Touch Chat device).
• Differentiate learning pace and provide scaffolding based on learner needs.
• Foster self-regulation and metacognitive strategies appropriate for preschoolers by encouraging students to express preferences and difficulties in learning.

Key Competencies:

• Thinking: Use vocabulary to describe and categorise colours and shapes.
• Relating to Others: Use language and device to take turns and communicate meaningfully.
• Using language, symbols, and texts: Link words with visual representations and AAC technology.

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Lesson Overview

This lesson builds on prior lessons introducing basic communication through the Touch Chat device, focusing specifically on colours and shapes vocabulary. Students will explore these concepts through multi-sensory and interactive learning, ensuring engagement and reinforcement.

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Resources

• Touch Chat device with a customised vocabulary board for colours and shapes.
• Large, tactile shape cut-outs (circle, square, triangle, rectangle).
• Colour cards (red, blue, green, yellow, orange).
• Age-appropriate picture books featuring colourful shapes.
• Dyslexia-friendly visual aids and speech output on the device.
• Real-world objects in various colours and shapes (blocks, toys).

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Lesson Procedure

Time	Activity	Teacher Actions	Student Actions
0–5 minutes	Welcome & Introduction: WALT Review	Greet students, outline WALT. Use visuals on the Touch Chat device to display today’s focus: colours & shapes	Look at the device and participate in WALT discussion
5–10 minutes	Vocabulary Introduction (Colours & Shapes)	Show tactile shape cut-outs and colour cards, name each clearly using simple sentences. Model device use.	Listen, repeat colour and shape names. Use device to select corresponding vocabulary
10–15 minutes	Interactive Identification Game	Present objects around the room, ask “What colour is this?” or “What shape is this?” Use device prompts	Respond orally or using Touch Chat device to identify colour/shape
15–22 minutes	Matching Activity with Device & Physical Objects	Guide students to match colour cards to objects and place shapes on corresponding outlines	Manipulate cards and shapes, communicate choices via device and/or speech
22–27 minutes	Storytime with Colourful Shapes Book & Discussion	Read a chosen book emphasising colour and shape words. Pause to ask and model responses on the device	Listen, respond to questions, use device to comment or name colours/shapes
27–30 minutes	Reflection & Self-talk: What Did We Learn?	Encourage students to use the device to say their favourite colour and shape. Prompt self-talk for learning	Use device to share favourite colour/shape and express feelings about the lesson

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Differentiation Strategies

• For Diverse Learners:
  • Use multi-sensory materials (touching shapes, seeing colours) to support understanding (supports embodied cognition).
  • Provide sentence starters on the Touch Chat device (e.g., "This is...," "I see a...").
  • Offer additional modelling and slower pace for students needing it.
• For English Language Learners:
  • Introduce and review vocabulary with paired visuals and pronunciation support.
  • Use repetition and scaffolded interactions.
• For Dyslexic Learners:
  • Use dyslexia-friendly fonts and high contrast colours on device and printed cards.
  • Limit text overload on visuals; use clear, simple words.
  • Integrate audio supports where the device reads vocabulary aloud.

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Assessment and Feedback

• Formative assessment:
  • Observe students’ ability to recognise and name colours and shapes both orally and using the device.
  • Check for understanding when matching colours and shapes interactively.
• Feedback:
  • Provide immediate positive feedback on attempts to use vocabulary and device.
  • Encourage self-reflection with prompts like “You did a great job naming the red circle!”
  • Note any vocabulary or communication challenges to inform subsequent lessons.

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Additional Teacher Notes

• Embed language meaningfully by linking colours/shapes to students' own environment.
• Use think-aloud modelling demonstrating how to describe objects using the device.
• Reinforce learning by encouraging playful role-plays using vocabulary in daily routines.
• Use spaced repetition in future lessons to consolidate and build automaticity with these new words.

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This lesson plan offers a focused, engaging, and curriculum-aligned pathway for preschool students to develop fundamental language skills using both traditional and technology-assisted methods, reflecting best practices from the New Zealand Curriculum Refresh.